From Theory to Practice for Teachers of English Learners

January 2010
CATESOL Journal;2010, Vol. 22 Issue 1, p18
Academic Journal
Teaching and learning English in the US are complex processes that are not explained by language theories or methods alone. Concepts such as the relationship between language majority groups and language minority groups, language status, immigration, economics, language planning, and policies add to the complexity of language-learning situations. Effective teachers for the more than 5 million English learners (ELs) in kindergarten through 12th grades require unique knowledge, skills, and dispositions. This article provides a review of the language, learning, and language learning theories and practices for second language teaching, focusing on sociocultural theories and practices.


Related Articles

  • CONTENT-LANGUAGE INTEGRATED SECOND LANGUAGE INSTRUCTION: CURRICULUM AND THE CCUEI CONTEXT. Trube, Mary Barbara // International Education;Spring2012, Vol. 41 Issue 2, p19 

    This paper examines the content-language integrated (CLI) second language (L2) education offered by the CCUEI Research Collaborative in China. It explores how CCUEI-developed curriculum reflects the theoretical foundations of an immersion experiment and how the research-based theoretical...

  • Responding to national curriculum goals for English language learners: Enhancing reading strategies in junior high school content areas. Alford, Jennifer; Windeyer, Alice // Journal of Immersion & Content-Based Language Education;2014, Vol. 2 Issue 1, p74 

    The official need for content teachers to teach the language features of their fields has never been greater in Australia than now. In 2012, the recently formed national curriculum board announced that all teachers are responsible for the English language development of students whose first...

  • Preparing Young Learners for Multiple Activities. Prakash, Visuvasam // E-proceedings of the International Online Language Conference (I;2009, p279 

    The article discusses factors that contributes to the development of young learners' multiple activities. It seeks to formulate an integrated approach in English Language Teaching (ELT). It also presents several narratives that pertains to the direct communication between the students and...

  • A case for bilingual learners' dictionaries. Lew, Robert; Adamska-SaƂaciak, Arleta // ELT Journal: English Language Teaching Journal;Jan2015, Vol. 69 Issue 1, p47 

    This article makes a case for bilingual learners' dictionaries. These dictionaries are very different from traditional bilingual dictionaries, being attuned to the productive needs of learners who are speakers of a specific L1. Although they have been around for some time now, teachers of...

  • Introduction. Hasko, Victoria // International Journal of Corpus Linguistics;2013, Vol. 18 Issue 3, p295 

    An introduction is presented in which the editor discusses various reports within the issue on topics including the second language acquisition (SLA), analysis of academic texts written by English language learners, and the use of lexical bundles in speech.

  • Foreword.  // Asian EFL Journal;Jun2009, Vol. 11 Issue 2, p4 

    A foreword for to "The Asian EFL Journal Quarterly," Volume 11, Issue 2 is presented.

  • ENGLISH-LEARNER PARENTS. MORONES, ALYSSA // Education Week;3/27/2013, Vol. 32 Issue 26, p5 

    The article covers "English Language Learners and Parental Involvement," a report from the U.S. National Education Policy Center which examines how educational policymakers, school districts, and schools can increase parental involvement in order to improve the academic achievement of...

  • Editorial. Morgan, Anne-Marie // Babel (00053503);2015, Vol. 49 Issue 3, p2 

    An introduction is presented in which the editor discusses various reports within the issue on topics including the preparation of secondary language learners for tertiary learning, the response of students to motivation on learning languages, and vocabulary learning.

  • The Effects of Written Corrective Feedback on Chinese EFL Learners' Acquisition of English Collocations. WANG, Ting; JIANG, Lin // Chinese Journal of Applied Linguistics (De Gruyter);Oct2015, Vol. 38 Issue 3, p319 

    The role of written corrective feedback (CF) in the process of acquiring a second language (L2) has been an issue of considerable controversies over past decades. This study thus endeavors to extend current work on written CF by investigating and comparing the effect on collocation learning of...


Read the Article


Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics